CUS3701 SUMMARY STUDY NOTES 2022

CUS3701 SUMMARY STUDY NOTES 2022. CUS3701 - Curriculum Studies The assessment process Assessment process: a systematic collection of information about the learners' learning, using the time, knowledge, expertise and resources available, in order to inform decisions regarding how to improve learning. - more than gathering evidence of how well learners have achieved the objectives - it should be used to improve planning for teaching and learning in the cycle. S MABOEA CUS3701 STUDY NOTES October2021 How will knowledge and skills be organised? An organising principle is the basic method of arranging content so that key ideas can be located. It provides an indication of the particular principle or set of principles according to which the curriculum is organised (outcomes, objectives, unit standards) All elements of the curriculum draw their classification and value from the way the curriculum is Organized Two organising principles relate to curriculum development in general 1) related to the theory of knowledge espoused in the curriculum as seen in the outcomes, assessment standards, subject and / or teaching methodology, - an approach in which the participatory learner is seen as central to the learning process or one where the learner is simply regarded as the recipient of the required information. 2) associated with the discipline or subject itself. It refers to the idea(s) forming the basis of the selection, sequencing, pacing, level and assessment of knowledge in a curriculum. The organising principle of the subject should allow for appropriate sequencing of different skills and content areas – over the course of the year and across grades / years of study. The coherence within the curriculum must mirror the coherence of the discipline. The organising principle relates to the theory of knowledge, but also includes reference to a specific subject methodology, both of which must be congruent with the selection of content and the cognitive demands required at the particular level. the basis of the selection, sequencing, pacing, level and assessment of knowledge in a curriculum. Theorganisingprincipleofthesubjectshouldallowforappropriatesequencingofdifferentskillsa nd content areas –over the course of the year and across grades /years of study. Thecoherencewithinthecurriculummustmirrorthecoherenceofthediscipline. The organising principle relates to the theory of knowledge, but also includes reference to a specific subject methodology, both of which must be congruent with the selection of content and the cognitive demands required at the particular level. S MABOEA CUS3701 STUDY NOTES October2021 What is the IQMS? The Integrated Quality Management System Policy (IQMS) The purpose of the IQMS is the personal development of each teacher. The IQMS Policy combines the different quality management programmes that have been developed in the past into an integrated quality management system. This system includes • development appraisal, which is the process whereby individual teachers are assessed to define areas of strength and weakness and to put systems in place for individual development • performance management, which is the assessment of individual teachers to ascertain salary adjustments, appointment adjustments, promotions etc. • whole-school evaluation, which evaluates the effectiveness of an entire school in respect of its teaching and learning. The document is divided into three sections: Section A describes the IQMS and why it needs to be used. It defines the structures that must be put in place in order to ensure the efficient running of the school. These structures are • a senior management team (SMT) • a staff development team (SDT) • a development support group (DSG). - states the guiding principles that inform the IQMS. - procedure to be followed is then outlined in six steps, - an outline of the roles and responsibilities of each of the school structures. Section B consists of an implementation plan. (flow chart) - specifies at what stage of the year each part of the process takes place and who is responsible; - gives a clear picture of the flow of information between the various stakeholders. Section C consists of the assessment tool to be used in the various sections of the assessment process. - Each assessment is rated on a four-level scale with a rubric that describes what must be achieved at each level. - Forms that can be used to summarise the measurement and assessment of staff performance are provided. Downloaded